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Meghan Cureton

You Don't Find Your Purpose - You Build It - 3 views

hbr.org/...find-your-purpose-you-build-it

shared by Meghan Cureton on 10 Jan 18 - No Cached
  • Put differently, purpose is a thing you build, not a thing you find. Almost any work can possess remarkable purpose.
  • For almost everyone, there’s no one thing we can find. It’s not purpose but purposes we are looking for — the multiple sources of meaning that help us find value in our work and lives
  • Acknowledging these multiple sources of purpose takes the pressure off of finding a single thing to give our lives meaning.
  • ...2 more annotations...
  • Just as we all find meaning in multiple places, the sources of that meaning can and do change over time.
  • How do you find your purpose? That’s the wrong question to ask. We should be looking to endow everything we do with purpose, to allow for the multiple sources of meaning that will naturally develop in our lives, and to be comfortable with those changing over time. Unpacking what we mean by “purpose” can allow us to better understand its presence and role in our lives.
T.J. Edwards

Why Finding Your Niche Is Just Plain Bad Advice - 0 views

fizzle.co/...find-your-niche-is-bad-advice

#mvifishares innovation advice

shared by T.J. Edwards on 20 Jun 16 - No Cached
  • Why what people think matters more than where they’re from
    • T.J. Edwards
      T.J. Edwards on 20 Jun 16
       
      focus marketing on customer core ideas/beliefs, not demographics
  • The truth is my tribe is eclectic.
  • Since this may be a new practice, here’s a formula you can follow to begin figuring out what it is you believe. Just fill in the blanks of this statement: “Every [BLANK] can/should [BLANK]”
  • ...1 more annotation...
  • For example:
    • T.J. Edwards
      T.J. Edwards on 20 Jun 16
       
      A potential SPARK for "tribe finding", tug of war VTR, thinking big, or disruptive creativity
  • T.J. Edwards on 20 Jun 16
     
    Find your tribe by focusing on core values rather than demographics.
Jim Tiffin Jr

'Maker' movement inspires hands-on learning | The Seattle Times - 0 views

www.seattletimes.com/...ent-inspires-hands-on-learning

maker Maker Movement tinkering pedagogy learning constructionism article #LiquidNetworkSpill #mvifishares School Change

shared by Jim Tiffin Jr on 19 Aug 16 - No Cached
  • Tinkering is being promoted on college campuses from MIT to Santa Clara University, as well as in high schools and elementary schools.
  • The blending of technology and craft in tools like 3-D printers and laser cutters has made it possible for ordinary people to make extraordinary things. And many ordinary people, living as they do, more and more in their heads and online, are yearning to do something with their hands.
  • Constructionist Approach
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      This is the term that we are missing in our current MDE nomenclature!
  • ...5 more annotations...
  • Yes, tinkering is now a pedagogy.
  • “You’re exploring creativity, you’re exploring design thinking, you’re developing a sense of persistence,” she says. Building something new requires planning, trying and, yes, failing, and then trying again. “These are incredibly important mind-set for today’s world,” she says.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      Music to my ears!
  • talks excitedly about students who have designed child prostheses. “That’s what they’re going to remember their entire life,” she says. “They aren’t going to remember sitting in an electronics lecture.”
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      It is about creating experiences that help students see the world as a malleable place.
  • Alexandra Garey, who graduated from Rutgers last year, credits tinkering with changing the course of her studies, and life: “I went from somebody who was majoring in Italian and European studies to someone who was designing and prototyping products and realizing any product that came into my head.”
  • “U.S. schools are very good at finding the brain-smart people,” he says. “They are also very good at finding the best athletes.” But they are not so good at finding and nurturing people who, he said, describing himself, think with their fingers.
  • Jim Tiffin Jr on 19 Aug 16
     
    A fabulous article full of stories about the impact of maker-centered learning experiences, and the growing number of places that provide them - elementary schools, high school, colleges, public. Perhaps most gratifying is the use of distinctly maker-centered AND educational terminology in the same article. A great sign of things to come!
Bo Adams

Design thinking in the corporate DNA - Medium - 1 views

medium.com/...the-corporate-dna-f0a1bd6359db

designthinking #MustRead

shared by Bo Adams on 22 May 16 - No Cached
  • A common trap for us is to take something in its infancy and try to scale it big. Build it. Launch it. Move on. Well, it doesn’t work like that. Remember how long it took before you mastered design thinking? This isn’t something that you have people try once and then expect them to get it. It takes about six to 10 experiential, immersive, contextually relevant experiences before someone finally “gets” it and can make it their own. Eight years later, we’re still building this skill into our employees, one experience at a time.
    • Bo Adams
      Bo Adams on 23 May 16
       
      Yep. I highlighted an entire paragraph. Why? Because this lesson is CRITICAL for schools and educational transformation within and among schools. We don't do enough "laps" with foundational things because people tend to say, "We've done that...I already do that..."
  • best advice I got from an SVP at the company was to stop wasting my time trying to find metrics to prove that Design for Delight was worth doing.
  • find the folks that are ready, willing, and happy to give it away.
  • ...2 more annotations...
  • So, while you’re bringing design thinking capabilities into your company and empowering folks, don’t forget to use it on yourself, too.
  • The experience was so effective in helping the leaders understand how they get in the way that many went back to their teams to apologize and started removing barriers immediately. So, assume you can poke at those sacred cows.
  • Bo Adams on 23 May 16
     
    HT @MeghanCureton
Bo Adams

In 2017, a New Push to Find the Balance Between Work and Life - Independent Ideas Blog - 0 views

www.nais.org/...Post.aspx

work_life_balance email health wellness

shared by Bo Adams on 19 Jan 17 - No Cached
  • “Telepressure is a workplace problem, not a worker problem. We learn how to respond to email through our colleagues’ behavior, and it’s a consequence of the social dynamics within a work environment,”
  • In this world of stress and pressure, how do school leaders become enablers of work-life balance? Most research points to starting with how we as leaders model that balance.
  • “If we are to serve as stewards of productivity and engagement, we must pursue excellent performance as leaders in all four domains — work, home, community, and self — not trading off one for another but finding mutual value among them.”
  • ...3 more annotations...
  • Be Real.
  • Be Whole.
  • Be Innovative.
Jim Tiffin Jr

Elements of the Creative Classroom Framework - 1 views

www.pinterest.com/...227994799861779706

infographic framework pedagogy Creative Classroom OnPinterest Horizon14 innovation

shared by Jim Tiffin Jr on 24 Feb 15 - No Cached
  • Jim Tiffin Jr on 24 Feb 15
     
    Infographic sharing findings from the Horizon 14 report. Note that Innovative Pedagogical Practices sit at the center of the hub.
Bo Adams

The Art of Getting Opponents to "We" - The New York Times - 0 views

opinionator.blogs.nytimes.com/...art-of-getting-opponents-to-we

collaboration schoolreform #MustRead

shared by Bo Adams on 04 Nov 15 - No Cached
  • Significantly, participants all came to align behind a single vision statement — and now they are actively communicating and advancing that vision nationwide through their organizations and networks. They host meetings with educational networks, superintendents, principals, teachers and philanthropists, reach out to libraries, museums and after-school programs, and identify and connect pioneers in learner-centered education.
  • Convergence staff and facilitators work to create a “safe space,” maintaining a strict neutrality and ensuring that everyone feels heard, says Fersh. It’s important that participants “feel they’re not in a place that’s already cooked or leaning toward any solutions.”
  • Convergence staff members look continually for opportunities to forge connections among participants. They begin meetings with “connecting” questions — for example: “When did you know that education was of great importance to you?” — that are designed to reveal people’s values and experiences, rather than highlight their disagreements. The objective is not to sweep differences under the rug, but to build rapport that a group needs to grapple effectively with its differences.
  • ...2 more annotations...
  • Another key is to identify a frame that energizes everybody, but is not so broad that it is meaningless. “For us the gold standard is that the dialogue has to lead to action,” said Fersh. To do that, he said, there are intermediate goals: “Can you get people to the table and sustain their presence? Can you find agreements that are worth fighting for? And can you keep people together to keep working over time to make sure something happens?”
  • In the end, she said, people converged on the notion that they had to do far more than tinker around the edges of a broken system held over from a bygone industrial age. “There was a lot of conversation that the current system is ill designed to create 21st century outcomes for students,” said Young. “But there wasn’t alignment around what a new system could look like. People really wanted to be part of that conversation.”
Jim Tiffin Jr

The Maker Directory - 1 views

makerdirectory.com

MakerEd FromTwitter professional learning Makerspace resources tools #LiquidNetworkSpill

shared by Jim Tiffin Jr on 03 Mar 16 - No Cached
  • Jim Tiffin Jr on 03 Mar 16
     
    The Maker Directory was developed to help makers and makerspaces find the resources they need quickly and catalog them all in one place.
Bo Adams

Landmark study finds positive impact of public Montessori programs - Furman News - 0 views

news.furman.edu/...lic-montessori-programs-in-s-c

montessori school model research

shared by Bo Adams on 07 Feb 18 - No Cached
  • Bo Adams on 07 Feb 18
     
    HT Alex Blumencranz
Meghan Cureton

Why I Don't Grade | Jesse Stommel - 2 views

www.jessestommel.com/why-i-dont-grade

Assessment grading #mvifishares

shared by Meghan Cureton on 04 Nov 17 - No Cached
  • grades are the biggest and most insidious obstacle to education.
  • Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another.
  • Certainly, metacognition, and the ability to self-assess, must be developed, but I see it as one of the most important skills we can teach in any educational environment.
  • ...9 more annotations...
  • You should consider this course a “busy-work-free zone.” If an assignment does not feel productive, we can find ways to modify, remix, or repurpose the instructions.
  • I find it strange that teachers and institutions would pre-determine outcomes before students even arrive upon the scene.
  • As educators, we have helped build (or are complicit in) a system that creates a great deal of pressure around grades. We shouldn't blame (or worse, degrade) students for the failures of that system.
  • Authentic feedback (and evaluation) means honoring subjectivity and requires that we show up as our full selves, both teachers and learners, to the work of education. Grades can't be “normed” if we recognize the complexity of learners and learning contexts. Bias can't be accounted for unless we acknowledge it.
  • Because I put myself outside of the grading loop, I can focus all my efforts on feedback and encouragement — on teaching, not grading.” Which leads me to wonder whether “graded participation” is actually an oxymoron. We can't participate authentically, can't dialogue, without first disrupting the power dynamics of grading.
  • “Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself.”
  • “There is an extreme mismatch between what we value and how we count.”
  • a mixture of things assessed and a mixture of kinds of assessment, because the work of being a doctor (or engineer, sociologist, teacher, etc.) is sufficiently complex that any one system of measurement or indicator of supposed mastery will necessarily fail.
  • “When the how’s of assessment preoccupy us, they tend to chase the why’s back into the shadows.” Grades are not something we should have ever allowed to be naturalized. Assessment should be, by its nature, an open question.
Bo Adams

Equipping Young Leaders to Take on the 32 Most Important Issues of Our Time - Vander Ark on Innovation - Education Week - 0 views

blogs.edweek.org/...ortant_issues_of_our_time.html

PBL Challenge_Based_Learning curriculum school model School Change #MustRead

shared by Bo Adams on 22 Aug 17 - No Cached
  • If we take citizenship preparation seriously, we should be encouraging young people to engage with the world’s most important issues by helping them frame projects around these goals. Here are six reasons:
  • Extended and integrated challenges are the best way to promote deeper learning and develop readiness for the automation economy. The goals include interesting and timely causes that many young people will find motivating. Making a contribution toward a goal they care about may be the best way to develop student agency. Goal focused projects get kids into the community and connected with local resources (see #PlaceBasedEd) It’s also a chance to shift the paradigm from “prepare for a career 10 years from now” to “make a difference right here, right now.” Taking on real challenges will promote creative and effective uses of technology from collaboration to production.
  • Integrate projects into existing courses. The Global Goals site has useful project resources for 16 of these goals. Plan an integrated unit between two courses. Most of the goals combine science, sociology, research, problem-solving and writing. Capstone projects in the last two years of high school are a good place to start. Each academy at Reynoldsburg High School in Ohio and Chavez Schools in Washington, D.C., engage in a capstone project. Students at Singapore American School are required to conduct a capstone project.
  • ...1 more annotation...
  • To engage millions of students in local projects connected to global goals, it would be helpful to have: More content associated with each goal (GlobalGoals.org is a start); Templates for local projects; A microcredential system that could help pack projects full of valuable learning (i.e, science, math, communication and collaboration); Access to data sources, data tools and project tools (mentors would be really helpful); and A project gallery for completed contributions.
T.J. Edwards

How Engineering Class in 9th Grade Can Excite Diverse Learners | MindShift | KQED News - 0 views

ww2.kqed.org/...de-can-excite-diverse-learners

shared by T.J. Edwards on 09 Sep 16 - No Cached
  • Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work
    • T.J. Edwards
      T.J. Edwards on 09 Sep 16
       
      Not making engineers....learning to think like
  • all ninth-graders
    • T.J. Edwards
      T.J. Edwards on 09 Sep 16
       
      What if Ted was required for all?
  • I felt like I didn’t know how to make enough stuff,”
  • ...8 more annotations...
  • Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,”
  • That’s what he tries to give his students in high school.
  • When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.
  • Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.
  • Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later
  • The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.
  • robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming)
    • T.J. Edwards
      T.J. Edwards on 09 Sep 16
       
      Seems like a lot. Too many choices?
  • To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,”
T.J. Edwards

Why we should bring back vocational training | MNN - Mother Nature Network - 0 views

www.mnn.com/...bring-back-vocational-training

shared by T.J. Edwards on 25 Aug 16 - No Cached
  • College isn't for everyone.
  • That's 59 out of 100 students whose high school program (or life situations) didn't prepare them for the type of work they'll be doing for the rest of their lives
  • The demise of vocational education at the high school level has bred a skills shortage in manufacturing today, and with it a wealth of career opportunities for both under-employed college grads and high school students looking for direct pathways to interesting, lucrative careers."
  • ...4 more annotations...
  • Because my high school offered auto mechanics as part of a region-wide vocational program, I thought I could add that onto my course load with some careful maneuvering of classes. The problem was, I was a strong student academically. And the part of New York where I'm from, like many other places, separated students into academic versus vocational training tracks — and never the twain shall meet
  • just because someone studies to be a car mechanic doesn't mean they won't love Shakespeare or calculus is just as silly as assuming that someone headed to college doesn't need to know how to fix a car.
  • but I never really "use" trigonometry either
  • vocational programs for everyone would allow academically oriented kids to find new hobbies or new ways to solve problems, and would also destigmatize the jobs that they're connected to — which are necessary, interesting and challenging. There's more than one path to success
Bo Adams

Sustainable Sources of Competitive Advantage · Collaborative Fund - 0 views

www.collaborativefund.com/...urces-of-competitive-advantage

innovation advantage

shared by Bo Adams on 29 Nov 16 - No Cached
  • The key to business and investing success isn’t finding an advantage. It’s having a sustainable advantage.
  • That leaves doing something others aren’t willing to do as the top source of sustainable competitive advantage. Here are five big ones.
  • “strong beliefs, weakly held,”
  • ...5 more annotations...
  • “the curse of knowledge,”
  • Business success doesn’t necessarily go to those with the best product. It goes to whoever is the most persuasive.
  • Most business edges are found at the intersection of trust and simplicity.
  • Having no appetite for being wrong means you’ll only attempt things with high odds of working. And those things tend to be only slight variations on what you’re already doing, which themselves are things that, in a changing world, may soon be obsolete.
  • “If you double the number of experiments you do per year, you’re going to double your inventiveness.”
  • Bo Adams on 29 Nov 16
     
    HT Christian Talbot
Meghan Cureton

Assessment, Choice, and the Learning Brain | Edutopia - 0 views

www.edutopia.org/...d-learning-brain-glenn-whitman

assessment brain learning #mvifishares

shared by Meghan Cureton on 14 Dec 16 - No Cached
  • If you really want to see how innovative a school is, inquire about its thinking and practices regarding assessment.
  • students who develop mastery goals are motivated by the actual learning experiences. Their rewards arise from the challenges of acquiring and applying new knowledge and skills.
  • students who are motivated by mastery goals are more likely to persevere in the face of such challenges. Difficult tasks or setbacks do not diminish their motivation or self-esteem
  • ...4 more annotations...
  • Timely feedback has been shown to deepen one's memory for the material assessed
  • Finally, studies suggest that marking answers right or wrong (as in multiple choice tests) has little effect on learning. However, providing the correct response only after a student has spent time "struggling" to find the correct answer significantly increases retention of the material
  • having students reconstruct what they know through alternative assessments leads to deeper understanding and consolidates learning in more powerful ways than traditional testing
  • While students manage to keep enough dates, facts, and formulas in their head to pass the test, this knowledge never made it to long-term declarative memory, it was never truly learned at all (only memorized in the short term).
  • Meghan Cureton on 14 Dec 16
     
    Great read as we are in the throes of final exams...
Trey Boden

9 Research-Backed Ways to Spark Your Creativity - Michael Hyatt - 0 views

michaelhyatt.com/spark-creativity.html

#mvifishares

shared by Trey Boden on 27 Apr 16 - No Cached
  • Create distance. Usually, the more we work on a problem, the closer we get to it. But distance gives us an beneficial change in perspective.
  • Stay upbeat. No. 4 relates back to No. 3. It’s impossible to play in a bad mood, and it turns out researchers find people are better at solving problems when they’re upbeat and positive.
  • The right constraints can clear our heads and challenge us to work with our available resources.
Trey Boden

The perils of "Growth Mindset" education: Why we're trying to fix our kids when we should be fixing the system - Salon.com - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

mindset growth mindset carol dweck learning assessment leadership

shared by Trey Boden on 08 Sep 15 - No Cached
  • The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?
  • Unfortunately, even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • praise kids for their effort (“You tried really hard”) rather than for their ability (“You’re really smart”)
  • ...12 more annotations...
  • But the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks.
  • what’s really problematic is praise itself
  • It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation
  • Moreover, praise communicates that our acceptance of a child comes with strings attached: Our approval is conditional on the child’s continuing to impress us or do what we say.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • If students are preoccupied with how well they’re doing in school, then their interest in what they’re doing may suffer.
  • A 2010 study found that when students whose self-worth hinges on their performance face the prospect of failure, it doesn’t help for them to adopt a growth mindset.
  • Even when a growth mindset doesn’t make things worse, it can help only so much if students have been led — by things like grades, tests, and, worst of all, competition — to become more focused on achievement than on the learning itself.
  • And this brings us to the biggest blind spot of all — the whole idea of focusing on the mindsets of individuals.
  • Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • I’m not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up.
T.J. Edwards

Redmond High School's Build-It-Yourself Education - The Atlantic - 0 views

www.theatlantic.com/...396548

School Change schoolreform

shared by T.J. Edwards on 28 Oct 15 - No Cached
  • Bullock and his kitchen-table colleagues wanted to build a program that was loose enough to encourage each student to work in their own way to best suit their own learning. This means that students have great liberty to choose the classes they want, even to show up at class or not, to find a groove of learning they’re comfortable with, and to have their success be measured in terms of proficiency or mastery for the content and skills.
  • weekly podcasts
  • not attending class can have consequences.
  • ...3 more annotations...
  • There are also safety nets built into the system, including January and June terms, which offer a chance to make up uncompleted work, but also offer the opportunity to pursue some of the many electives the school offers. These range from wilderness preparedness and “remote first aid,” to the science of breadmaking.
  • Teachers at RPA have a tremendous amount of flexibility to design their courses. For example, an ex-policeman teaches history through the lens of his passion, which is the evolution of mobs and gangs in the U.S.; his class is called “mobology.”
  • I commented that this kind of teaching sounded like it involved more individual attention than could be done in traditional public schools. He replied, with a small chuckle, if it would be possible to say it took about 10,000 percent more individual attention.
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